Lesson- 7 Convection Demo Lesson Overview The class will begin with the class quickly reviewing their notes form yesterday and the layers of the Earth and their basic properties. The question, “What causes the Earth's plates to move?” will be written on the board. Then I will show them a convection demo without explaining it. The students will observe what they see and form a hypothesis about their observation. The class will continue with answering guiding questions to create notes and explain the demo. At the end of class every student will be able to answer, “What causes the Earth’s Plates to move?” Learning Performances
-During this lesson students will draw a convection current, and explain what a convection current is and why it occurs.
-They will write a hypothesis that tries to explain how the convection currents affect plate tectonics.
-Finally the class as a whole will construct notes from guiding questions provided by the teacher. Links to Standards or Benchmarks View top of unit Materials Needed
- Convection demo, bread pan, oil, thyme, two candles, two coffee mugs, spoon, matches
- class worksheet
- overhead projector
Time Required
70 mins Instructional Sequence
15 minutes will be spent reviewing the Earth’s layers and their basic characteristics. Then in groups the students will look at the demo, record their observations and form a hypothesis
45 minutes will be spent answering the guiding questions as a whole class using the overhead to show pictures, to aid the class discussion, and for note taking.
10 minutes will be spent at the end of class to recap and answer any questions the students might have.
Introducing the lesson At the beginning of the class the students will be asked to think about, “What causes the Earth’s Plates to move?” There will be a demonstration in the front of the classroom. The students will view the demo in groups of 4-5. I will distribute the handout for today’s lesson, and review how the class will proceed. Students will be instructed to review their notes form last class as their classmates take turns observing the demo. Instructional Activities
Once students observe the demonstration they will go back to their desk and answer the first two questions on the worksheet. The first two questions ask the students to draw and label what they saw and write a hypothesis from their observation. As the students are doing this I will walk around to make sure stduents are on task and on target. Once all the groups have observed the demo and answered the first two questions, the class will complete the remainder of the handouts as a group. I will act as a facilitator and record the infromation on the overhead. The overhead will be filled in as the class discussion progresses and the students generate the correct information. Only the first part of the worksheet question 1-6 will be completed in class. The second section, “Connecting what you know” will be finished for homework. Concluding the Lesson
The class will end with a wrap up and I will answer any questions the students have about the day’s lesson. Finally, the class will go back and answer the question on the board. “What causes the Earth’s plates to move?” Assessing Student Understanding The second section of the handout will be turned in and corrected and reviewed and scored. Cautions The demo uses candles so make sure students focused. Have a fire extinguisher and fire blanket ready. Sources- http://web.ics.purdue.edu/~braile/edumod/convect/convect.htm This is where the demonstration came from.
Rational-
This lesson is designed so the students will think critically about their observations. The convection worksheet is broken down into small steps so they can put the bigger picture together and understand convection current. Completing the convection worksheet on the overhead gives every student the chance to record the important information. The information recorded on the overhead will be student generated. They will have to connect their prior knowledge to their observations to answer the guiding questions. At the end of the lesson students will receive formative assessment so they know if they are on the right track or not. Students will receive credit for completing the assignment and feedback will be given on their work to promote learning. This lesson was designed so students feel free to analyze information without worrying about a grade
Lesson Overview
The class will begin with the class quickly reviewing their notes form yesterday and the layers of the Earth and their basic properties. The question, “What causes the Earth's plates to move?” will be written on the board. Then I will show them a convection demo without explaining it. The students will observe what they see and form a hypothesis about their observation. The class will continue with answering guiding questions to create notes and explain the demo. At the end of class every student will be able to answer, “What causes the Earth’s Plates to move?”
Learning Performances
-During this lesson students will draw a convection current, and explain what a convection current is and why it occurs.
-They will write a hypothesis that tries to explain how the convection currents affect plate tectonics.
-Finally the class as a whole will construct notes from guiding questions provided by the teacher.
Links to Standards or Benchmarks
View top of unit
Materials Needed
- Convection demo, bread pan, oil, thyme, two candles, two coffee mugs, spoon, matches
- class worksheet
- overhead projector
Time Required
70 mins
Instructional Sequence
15 minutes will be spent reviewing the Earth’s layers and their basic characteristics. Then in groups the students will look at the demo, record their observations and form a hypothesis
45 minutes will be spent answering the guiding questions as a whole class using the overhead to show pictures, to aid the class discussion, and for note taking.
10 minutes will be spent at the end of class to recap and answer any questions the students might have.
Introducing the lesson
At the beginning of the class the students will be asked to think about, “What causes the Earth’s Plates to move?” There will be a demonstration in the front of the classroom. The students will view the demo in groups of 4-5. I will distribute the handout for today’s lesson, and review how the class will proceed. Students will be instructed to review their notes form last class as their classmates take turns observing the demo.
Instructional Activities
Once students observe the demonstration they will go back to their desk and answer the first two questions on the worksheet. The first two questions ask the students to draw and label what they saw and write a hypothesis from their observation. As the students are doing this I will walk around to make sure stduents are on task and on target. Once all the groups have observed the demo and answered the first two questions, the class will complete the remainder of the handouts as a group. I will act as a facilitator and record the infromation on the overhead. The overhead will be filled in as the class discussion progresses and the students generate the correct information. Only the first part of the worksheet question 1-6 will be completed in class. The second section, “Connecting what you know” will be finished for homework.
Concluding the Lesson
The class will end with a wrap up and I will answer any questions the students have about the day’s lesson. Finally, the class will go back and answer the question on the board. “What causes the Earth’s plates to move?”
Assessing Student Understanding
The second section of the handout will be turned in and corrected and reviewed and scored.
Cautions
The demo uses candles so make sure students focused. Have a fire extinguisher and fire blanket ready.
Sources-
http://web.ics.purdue.edu/~braile/edumod/convect/convect.htm This is where the demonstration came from.
Rational-
This lesson is designed so the students will think critically about their observations. The convection worksheet is broken down into small steps so they can put the bigger picture together and understand convection current. Completing the convection worksheet on the overhead gives every student the chance to record the important information. The information recorded on the overhead will be student generated. They will have to connect their prior knowledge to their observations to answer the guiding questions. At the end of the lesson students will receive formative assessment so they know if they are on the right track or not. Students will receive credit for completing the assignment and feedback will be given on their work to promote learning. This lesson was designed so students feel free to analyze information without worrying about a grade